Meta Paraphrasing: A Teaching Strategy for Learning and Practicing Paraphrasing

Abstract

This workshop examined two popular university definitions of paraphrasing and discuss the complexity involved in creating an effective paraphrase. Presenters shared an adaptable lesson and invite participants to practice the mental processes it takes to teach and learn how to paraphrase well.

When it comes to plagiarism and paraphrasing, we decided to use a meta approach. Faculty and students are often caught in the cycle of Professor: “Don’t plagiarize,” Student: “Okay, but how?” dilemma. As a result of our 2019 Teaching Circle on Plagiarism, we developed a tool that not only explains what paraphrasing is using two well-known university resources, Purdue OWL and the University of North Carolina—Chapel Hill, but also a chart-based thinking process that demonstrates the complexity and tools for paraphrasing direct quotes about paraphrasing. Yes! We demonstrated paraphrasing by paraphrasing resources talking about paraphrasing. We couldn’t get much more meta than that. However, it allows readers to first learn the definitions and techniques of what common sources on paraphrasing are saying about what it is, why it is important, and how to do it. Then, using a step-by-step approach, model the thinking process one might go through to consider how to paraphrase a source. Then, it offers an example of a finished paraphrase.